EDUC 721 Journal Critique Assignment Instructions Overview This course is heavily focused on the current issues and trends within special education with a specific focus on research. As such, this a
EDUC 721 Journal Critique Template Student Name: Date: Research Questions Experimental Design Summary of Methods Participants Setting Procedures Results Report Data Efficiency Data (if reported) Reliability Data Validity Data (if reported) Commentary (implications for research and teaching) Reference (in current APA format)
EDUC 721 Journal Critique Assignment Instructions Overview This course is heavily focused on the current issues and trends within special education with a specific focus on research. As such, this a
EDUC 721 Journal Critique Grading Rubric Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not Present Structure and Organization 14 to 15 points Critique contains all of the sections located in the example, explaining each clearly and separately: Research Questions, Experimental Design, Summary of Methods (3 individual parts), Results (2–4 parts), Commentary, and Reference citation. 13 points The Journal Critique may not be organized according to the example but contains each of the required parts or information. 1 to 12 points The Journal Critique is unorganized and may be missing two or more sections from the example. 0 points Not present. Summary 14 to 15 points Assignment parameters are observed; focus is clear and coherent (good sense of audience); obvious understanding of the study; assertions are clearly supported and/or illustrated. 13 points Assignment parameters may not be clearly observed at times; mostly focused (some sense of audience); thoughts organized and presented; assertions fairly well supported and/or illustrated. 1 to 12 points Assignment can be described as two or more of the following: inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned. 0 points Not present. Research and Source 5 points Journal article of original, experimental research selected from research journals of special education; all supportive facts are reported accurately and appropriately cited or paraphrased; the article that was chosen was published within the last 5 years. 4 points Journal article (may not be original/experimental research) selected from research journals of special education; all supportive facts are reported accurately and appropriately cited or paraphrased; the article that was chosen was published within the last 10 years. 1 to 3 points Journal article (did not contain original research) selected was not from a special education journal; and/or all supportive facts are not reported accurately or not appropriately cited or paraphrased; the article that was chosen is older than 10 years. 0 points Not present. Structure 30% Advanced Proficient Developing Not present Mechanics 10 points Sentences are coherent, unified, and varied. Sentence structure is complete with correct spelling, punctuation, syntax, and capitalization. Uses varied diction and proper word choices. Submission is 1-2 pages. 9 points Relatively few errors (1-3) in sentence fluency, sentence structure, spelling, punctuation, syntax, and capitalization. May use limited diction, awkward words, or slang. The errors above do not hinder readability. Submission is too long or too short. 1 to 8 points Serious and persistent errors in: sentence fluency, sentence structure, spelling, punctuation, usage, and word choice. Readability is hindered. 0 points Not present. Current APA 5 points The use of current APA formatting standards is correct for in-text and final citations. All elements of current APA are met such as double spacing, and font style and size. 4 points There may be 1-2 minor errors in the following: The use of current APA formatting standards, a title page and reference page are included and formatted correctly. All elements of current APA are met such as double spacing, and font style and size. 1 to 3 points There may be 3 or more errors in the following: The use of current APA formatting standards, a title page and reference page are included and formatted correctly. All elements of current APA are met such as double spacing, and font style and size. 0 points Not present. Page 3 of 3
EDUC 721 Journal Critique Assignment Instructions Overview This course is heavily focused on the current issues and trends within special education with a specific focus on research. As such, this a
EDUC 721 Journal Critique Example Student Name: Date: Research Questions Do students with reading disabilities who receive a read-aloud accommodation perform better than those not receiving a read-aloud accommodation on items classified as difficult to read, after controlling for overall test performance? Do students with reading disabilities who receive a read-aloud accommodation perform better than those not receiving a read-aloud accommodation on items classified as difficult to read, after controlling for overall test performance (Bolt & Thurlow, 2006, p. 8)? Experimental Design Data was used from three consecutive years of math sections of a statewide assessment. The data was given to the researchers after the assessments were completed. The data was from various math test items anticipated to have different results when compared to the read-aloud accommodation. Summary of Methods Participants—the participants included 1,837 fourth-grade students and 2598 eighth-grade students with specific reading disabilities who were required to take an unnamed state’s assessments. All students chosen were receiving special education services and whose learning disability was related to reading. Students were required to take the regular state assessment, the state assessment with accommodations, or an alternate assessment. School IEP teams decided if accommodations or alternate assessments were necessary for students. Students who took the tests were divided into two groups: Group A was provided either no accommodations or setting and time accommodations and Group B was provided read-aloud accommodations and could have had setting and time accommodations. Setting—there was no formal setting for this study since data was gathered after testing for three years. Procedures—only multiple-choice math items were chosen for this study. The same multiple-choice questions were given for every year of data. There were 32 questions for fourth graders and 31 questions for eighth graders. Items were classified according to reading complexity. Items were tallied for number of words, syllables, and verbs and classified as “reading-easy (RE)” or “reading-hard (RH).” They were also classified as either “math-easy (ME)” or “math-hard (MH).” Items were then cross-classified as RE/ME, RE/MH, RH/ME, or RH/MH. Results Report Data—the results showed that the fourth graders in Group B did much better on the questions that were RH and RH/ME. There was a significant difference in between the groups in eighth grade as well on the RH questions. Both groups did well on the RE/ME questions. Efficiency Data (if reported)—none reported Reliability Data—none reported Validity Data (if reported)—none reported Commentary This study shows that students receiving special education services are more likely to do better on multiple-choice standardized assessments with the read-aloud accommodation on questions that were harder to read. As a math teacher, I agrees with the findings based on her experiences. I have read many SOL tests aloud and have seen how the read-aloud accommodation for students with reading disabilities have been helpful to the students to help them pass. For example, on a practice Algebra I SOL test, I did not give two students the read-aloud accommodation because it was not for a grade. The students would not have passed if the test had been the real assessment because they would have scored below 400. But, on test day, the students were provided the read-aloud accommodation and both students scored over 460. I also agree with the findings that not all questions may need to be read to students. It would be hard for SOL test writers to specify which questions could be read aloud and which could not. Reference Bolt, S. E., & Thurlow, M. L. (2006). Item-level effects of the read-aloud accommodation for students with reading disabilities. (Synthesis Report 65). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. (ERIC Document Reproduction Service Number ED495897). Page 5 of 5
EDUC 721 Journal Critique Assignment Instructions Overview This course is heavily focused on the current issues and trends within special education with a specific focus on research. As such, this a
EDUC 721 Journal Critique Assignment Instructions Overview This course is heavily focused on the current issues and trends within special education with a specific focus on research. As such, this assignment affords you the opportunity to examine and analyze different topics in the literature that relates to the current module’s readings. Furthermore, your research in the literature will help you respond to the module’s Discussion Assignment and potentially, your Literature Review Assignment, which is the crux of the course. You should use these journal critiques as a guide to the type of research required for your Literature Review Assignment. Instructions During this course, you will complete 6 Journal Critiques (see chart below). For each critique, you will locate a research article from a professional journal and report on the study’s research question, design, participants, settings, procedure, results, and your personal commentary. You are highly encouraged to find articles that relate to the topic in the chart and assist you in developing your Literature Review Assignment or Discussion thread for the module. All articles must be current (published no more than 5 years ago). All critiques must use the Journal Critique Template and follow current APA style. Each critique should be between 1 – 2 pages excluding the reference page. In addition, you must include a PDF copy of your article when you submit your critique. All articles selected must relate to the topics given on the chart below: Module: Week Journal Critique Topic Journal Critique Topic Description Module 6: Week 6 Inclusion After reading your text for this module, select a research article related to the inclusion classroom. You are highly encouraged to use Liberty University’s Online Library services in order to locate your articles. The research portal ERIC is one of the most frequently used data bases for researching education topics. However, Liberty University’s Ebscohost (Academic Search Complete) also provides full-length articles for free. Below is a list of sample special education research journals: American Journal on Intellectual and Developmental Disabilties Journal of Emotional and Behavioral Disorders Assessment for Effective Intervention Gifted Child Quarterly Journal for the Education of Gifted Journal of Learning Disabilities Journal of Special Education Journal of Applied Behavior Analysis Topics in Early Childhood Special Education Focus on Autism and Other Developmental Disabilities Teacher Education and Special Eduation Journal of Early Intervention Remedial and Special Education Learning Disabitlies Quarterly Exceptionality International Journal of Inclusive Education